Technology-Mediated Motivation in English LanguageLearning: Teachers’ and Students’ Perceptions in TwoCentral Algerian Universities

Abstract

This study investigates the perceptions and motivation of both teachers and students regarding the use of technology in English language instruction at two central Algerian universities, Ziane Achour University of Djelfa and Ammar Theliji University of Laghouat. Technology has become an increasingly influential force in higher education, yet its motivational role in under resourced English language learning contexts remains insufficiently understood. In this study, technology refers to educational digital tools used in English language learning, including multimedia resources, mobile applications, online platforms, presentation tools, and communication technologies. Employing a qualitative research design, data were collected through semi structured interviews with fifteen university teachers and focus group discussions with twenty five students from the English Language departments in the selected universities. Analysed using Braun and Clarke’s (2006) reflexive thematic analysis. The findings reveal that bot h teachers and students generally perceive technology as a powerful motivational and pedagogical resource that supports engagement, autonomy, and collaboration. At the same time, the results highlight persistent challenges, including limited resources, inadequate training, and unsupportive institutional environments. The study concludes that although there is strong support for integrating technology into English language education, its motivational effectiveness depends substantially on institutional support, digital literacy, and balanced pedagogical implementation rather than on access to technology alone.